It happened again…my witnessing of isolated American Sign Language (ASL) signs emblazoned on “teacher shirts” – spelling out catchy phrases such as “Third Grade Rocks!” using the visual images of hands forming the letters of the alphabet. The prevalence of seeing the sign for “I love you” on tote bags, key rings, coffee mugs, dishtowels, sweatshirts and baby onesies also raises bile from the back of my throat. And when signs start appearing on magnets – for some reason – this irritates me most of all.
American Sign Language is a language – and it possesses its own grammatical system. The employment of finger spelling is a very small part of ASL – typically used when something needs to be spelled out because there is not a specific sign (i.e. first names, business establishments, etc.). Additionally, ASL incorporates the necessary accompanying facial movements, expressions, and torso positioning to convey complete meaning.
American Sign Language is not a rudimentary and disorganized hand signal system. ASL is not a series of pantomime hand gestures employed by the Deaf and hearing impaired in a desperate attempt to demonstrate individual wants and needs in the absence of verbal speech.
The origins of ASL began with Dr. Thomas Hopkins Gallaudet in 1814 when his interest in education of the Deaf was sparked by interaction with his neighbor’s Deaf daughter. Dr. Gallaudet is credited widely with his import of early sign language to the United States following his extensive studies in Europe of sign systems and Deaf education already in practice. The founding of the American School for the Deaf in Hartford, Connecticut in 1817 laid the foundation for the evolution of Deaf education in the United States. ASL was finally recognized as an official language in 1965 through the research and advocacy of an English teacher named William Stokoe. In 2013, American Sign Language was officially recognized as both a community language and a language of instruction in schools.
A review of the presented timeline regarding the evolution and acceptance of ASL in this country as a valid language is very telling when I consider people’s continued perceptions and dismissal of Deaf and hard of hearing people. The establishment of Deaf education in the United States began in 1817, yet it took another 148 years for ASL to be recognized as a true language in 1965. The victory of 1965 was a milestone for Deaf and hard of hearing people with the recognition of their language by the mainstream, but it was another 48 years forward in history for ASL to be recognized officially as a true community language and the language of instruction for Deaf and hard of hearing students.
American Sign Language has been officially recognized – but is not receiving the respect that it warrants – especially in the educational setting of primarily hearing students and teachers. There is a disrespectful practice of cultural appropriation that has been in continued practice for the majority of my expansive 25+ year teaching career.
It is not uncommon in many typical classrooms that teachers and students have adapted isolated ASL signs as a tool for communication of specific needs on the part of students. For example, many classrooms employ the sign for bathroom for students to use in the middle of active instruction as a way to convey that they need to use the bathroom. The teacher is then able to acknowledge this communication and allow the student to leave the classroom without having to pause the flow of a lesson. A second example is the use of the ASL sign for water which students will use during active communication to convey that they need a drink of water. ASL does not exist to support and enhance classroom management practice.
One can argue that the use of such signs is a respectful way to introduce hearing students to small components of a language used by a rich, diverse culture. The argument falls flat when these signs are labeled as “non verbal signals” and used for the sole purpose that it limits student interruption to active lessons. When educators “cherry pick” out of the ASL language and use such signs as “non verbal signals” – the very description of “signals” alone sends a message that ASL is not a valid language. It reinforces stereotypes that ASL is a “trend” and a “cool thing to know how to do” – and it single handedly diminishes that it is a recognized language and deserves to be treated with reverence and respect by the intact, non-disabled community. This “borrowing” of hand signs is a direct dismissal of the Deaf and hard of hearing communities, and by extension sends a clear message to those of us with hearing loss that while we have achieved significant victories over very long periods of time, we are still seen as “less than” by those that are intact.
As a society, we continue to increase our awareness of cultural appropriation and disrespect towards cultures as most recently evidenced by the elimination and eradication of symbols and team mascots that demean and demote indigenous cultures.
There have been many moments in our recent history where we are collectively witnessing a forward movement towards changing perceptions and stereotypes – but the inclusion of the Deaf and hard of hearing community is once again missing from the narrative. This is hardly surprising considering our acceptance of victories that arrived over a span of 200 years – victories, yes, but really offered crumbs from those that perceive themselves as “greater than”.
We need to do better. We need to stop perpetuating misuse of American Sign Language in our classrooms and on merchandise. We need to stop using Helen Keller as the main example of a successful Deaf person and dive deeper into learning about and understanding the Deaf community and the contributions of its members.
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